Grade 4: Module 1: Unit 2: Lesson 4 Capturing Main Ideas and Details: How Life is Changing for The Iroquois

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1 Grade 4: Module 1: Unit 2: Lesson 4 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright holder). Used by permission and not subject to Creative Commons license.

2 Long-Term Targets Addressed (Based on NYSP12 ELA CCLS) I can explain what a text says using specific details from the text. (RI.4.1) I can determine the main idea using specific details from the text. (RI.4.2) I can take notes and categorize information. (W.4.8) I can make inferences using specific details from the text. (RI.4.1) Supporting Learning Targets I can identify the main idea of a new excerpt of The Iroquois. I can identify details that support the main idea of informational text. I can document what I learn about how life changed for the Iroquois by taking notes. I can make inferences using specific details from the text. Ongoing Assessment Topic Expansion graphic organizer for pages Copyright 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum G4:M1:U2:L4 June

3 Agenda 1. Opening A. Review of Learning Targets (5 minutes) 2. Work Time A. Read-aloud and Partner Reading: Main Idea, Supporting Details, Inference (10 minutes) B. Read-aloud, Questioning, and Partner Reading: Main Idea, Supporting Details, Inference (20 minutes) C. Partner or Independent Reading: Main Idea, Supporting Details, Inference (20 minutes) 3. Closing and Assessment A. Debrief (5 minutes) 4. Homework Teaching Notes This lesson is structured to allow students to successfully interact with complex text. Shared reading of an unfamiliar and complex nonfiction text with students will support all learners. It lets them concentrate on interacting with the text and unfamiliar vocabulary. Copyright 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum G4:M1:U2:L4 June

4 Lesson Vocabulary popular, established, trade, wampum, disease, resistance, reservation, Quahog clam Materials The Iroquois (book; one per student) Blank Topic Expansion Graphic Organizer (3 copies per student) Opening A. Review of Learning Targets (5 minutes) Review the learning targets with students: I can identify the main idea of informational text, I can identify details that support the main idea of informational text, I can document what I learn about a topic by taking notes, and I can make inferences using specific details from the text. Ask students for examples of when they worked toward these learning targets during the previous lesson and homework. Point out that today, they will be practicing the same skills that they have used the past few days, but with less support. Congratulate students on becoming increasingly independent readers. Clarifying academic vocabulary (e.g., identify, support) assists all students developing academic language. ELLs can record new terms in personal dictionaries or vocabulary logs that they can refer back to throughout the module. Copyright 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum G4:M1:U2:L4 June

5 Work Time A. Read-aloud and Partner Reading: Main Idea, Details, Inference (15 minutes) Ask students to access their text The Iroquois. Distribute new packets of Topic Expansion graphic organizers to students. Ask them to follow along as you read page 23 and the top of page 25 (do not read sidebar on page 24). Ask students to Think-Pair-Share to discuss: What is the section mostly about? Ask students to reread with their partners, collecting supporting details. Circulate while students do this, being sure they are writing notes instead of sentences. Focus students on the final box of the graphic organizer. Say: Things are beginning to change for the Iroquois people. Why? If needed, help students come to the conclusion that the Iroquois hunted beaver because they wanted money for tools so that their lives could be easier. B. Read-aloud, Questioning, and Partner Reading: Main Idea, Details, Inference (20 minutes) Read aloud the bottom of page 25 as students follow along in their text. Talk briefly about the meaning of the word resistance. See if students can provide a meaning for this word. Discuss the use of this word in this specific context: it means the capacity of the body to fight off an illness. Ask students to discuss with each other: What were some of the good changes that the Europeans brought to the Iroquois? Hear students responses, paraphrasing as needed. Then ask: What were some of the difficult changes the Europeans brought to the Iroquois? Discuss with students the impact of disease on the Native Americans. Ask students to reread the last sentence of on page 25. Then ask: What impact did diseases have on the young Iroquois people who did not die? Ask students to reread this section with their partners and complete the Topic Expansion graphic organizer. Ask pairs to share what they wrote in the right-hand box. Follow up by asking: Which details from the text helped you make that inference? Consider partnering an ELL with a student who speaks the same L1 when discussion of complex content is required. This can let students have more meaningful discussions and clarify points in their L1. ELL language acquisition is facilitated by interacting with native speakers of English who provide models of language. Increase interactions with vocabulary in context. This increases rate of vocabulary acquisition for ELLs. Copyright 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum G4:M1:U2:L4 June

6 Work Time (continued) C. Read-aloud, Partner Reading, or Independent Reading: Main Idea, Supporting Details, Inference (20 minutes) Depending on your students needs, differentiate the next section of the lesson in which students read and discuss the sidebar on page 24. Some students may need you to read this section aloud, others may be able to go to partner reading, and still others might be able to read this section independently. Before they begin, define Quahog clam. Ask students to read and complete the Topic Expansion graphic organizer. Ask the class to Think-Pair-Share to answer the following questions: Why did the Iroquois want the wampum belts returned? and Why might some people want to keep the wampum belts they have? Ask students to justify their responses with specific reasoning. Note: Save the graphic organizers from this section of the reading as students will use them tomorrow to begin to write paragraphs. For students requiring additional support, you may consider limiting the number of words students underline or consider having students focus on a smaller chunk of text in the shared reading. Copyright 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum G4:M1:U2:L4 June

7 Closing and Assessment A. Debrief (5 minutes) If students have not already made the connection, remind them that the symbol they saw on Tim s shirt in Unit 1 was also found on a wampum belt. Repeat the closing from the previous lesson. Ask students to go vote with their feet. They should move to the back-left corner if they like they would like to be an Iroquois person during this time period. They should move to the back-right corner of the room if they would not like to be an Iroquois person during this time period. They should stay in the center of the room if they are not sure. Once students get to the corner of their choice, they should discuss the reasons they are there with another person who moved where they did. Students should be encouraged to use specific details from the text to support their opinions. Ask students who changed their position from the previous lesson to explain why they moved. Discuss the learning targets from the day and ask students to give you a thumbs-up, -sideways, -down regarding their skill in using the Topic Expansion graphic organizer to think about and take notes on something they are reading. Homework Read pages 33 to 37 in The Iroquois. Think about how life changed for the Iroquois. In addition, students may choose independent reading material from the Recommended Texts list for Unit 2. Note: If you are concerned about your students completing the reading assignment at home, plan an additional reading period later in the day or first thing in the morning. All students should come to expect that they will use some of the slushy time during the day right before or after lunch, during down time between other tasks, as they enter the classroom in the morning or just before dismissal as time for reading. This reading is pre-reading, do not expect students to fully comprehend the text on their own, but to familiarize themselves with it and make as much meaning as they can. In addition, students likely to need additional support should pre-read this novel at home or during intervention or other support periods with the ESL or Special Education teacher. Pre-reading will allow students to spend class periods rereading and focusing on evidence. ELL language acquisition is facilitated by interacting with native speakers of English who provide models of language.. Copyright 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum G4:M1:U2:L4 June

8 Grade 4: Module 1: Unit 2: Lesson 4 Supporting Materials This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright holder). Used by permission and not subject to Creative Commons license.

9 Name: Date: Topic Expansion Graphic Organizer Supporting Detail Main Idea (How did the Iroquois live?) What was important to the Iroquois? Supporting Detail Supporting Detail Copyright 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum G4:M1:U2:L4 June